Education and Reducing Income Inequalities – The Importance of Education in Maritime Studies

Abstract

Contemporary studies of economic inequality and poverty emphasise that their key causes are in the area of tax policy, labour force policy, and employment, and the causes that are being pointed out lately are education and educational attainment level of the population. The aim of the paper is to confirm the theoretically defined link between education and income inequality reduction and to point out that economic policy makers cannot solve the problem of inequality in society without a significant influence on public education, primarily through increased availability and quality of public education. In the second part of the paper, the Gini coefficient, the education index, and the coefficient of human inequality are used on the example of 130 countries to establish a correlation between education and income inequality reduction. The model shows a strong link between income inequality reduction (measured by the Gini coefficient) and increase in the educational attainment level of the population, increase in income, but also improvement of the health care system. It was found that, for each unit reduction of the coefficient of human inequality (IHDI), the Gini coefficient decreases by 9.7 points. In addition to research limitations and the proposal of future research, the conclusion proposes the opportunities and measures for increasing the educational attainment level of the population in order to reduce income inequality. Emphasis is also placed on the importance of tertiary maritime education.

How are the characteristics of national educational systems related to social inequality?

“…В контексте участия населения в образовании было определено, что среднее число лет обучения отрицательно коррелирует с социальным неравенством, что подтверждает вывод о том, что в странах с более образованным населением менее выражено социальное неравенство. Эти данные были показаны также в работе N. Karaman Aksentijević и Z. Ježić [18], проверивших в числе прочего различия между степенью влияния реального и ожидаемого числа лет обучения и обнаруживших, что значимо влияет именно реальное среднее число лет обучения. Авторы объясняют это тем, что ожидаемое число лет обучения логичным образом относится скорее к будущему уровню систем образования и экономики и потому не имеет существенной роли в модели на текущих данных.…”

“…Как связаны характеристики национальных образовательных систем и социальное неравенство? 18. Karaman Aksentijević N., Ježić Z.…”

Transitioning to a Green Economy—Possible Effects on the Croatian Economy

“…Various sciences, including economics, have thus spent the last four decades searching for different, alternative ideas and adoptable development models that can reduce the pressure that the economy exerts on the environment. The goal is to determine how these alternative models can contribute to solving the complex, global climate and environmental issues [4,5]. The theoretical approach to environmental economics and sustainable development has thus led to the development of the concept of "green economy", that proposes tools for solving the lack of balance between economic activities and the state of the environment by achieving economic, social and ecological sustainability.…”